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Language Socialization in a Two-Way Immersion Classroom During the COVID-19 Pandemic: Translanguaging of Spanish-English Bilingual Learners and Their Teachers
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Mehrsprachigkeit und Translanguaging in Migrationsstudien: einige methodologische Überlegungen ; Multilingualism and Translanguaging in Migration Studies: Some Methodological Reflections
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In: Forum Qualitative Sozialforschung / Forum: Qualitative Social Research; Bd. 23 Nr. 1 (2022) ; Forum Qualitative Sozialforschung / Forum: Qualitative Social Research; Vol. 23 No. 1 (2022) ; Forum Qualitative Sozialforschung / Forum: Qualitative Social Research; Vol. 23 Núm. 1 (2022) ; 1438-5627 (2022)
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Questioning the Sustainability of English-Medium Instruction Policy in Science Classrooms: Teachers’ and Students’ Experiences at a Hong Kong Secondary School
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In: Sustainability; Volume 14; Issue 4; Pages: 2168 (2022)
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Approaching Composition as Showing–Telling through Translanguaging: Weaving Multilingualism, Multimodality, and Multiliteracies in a Digital Collage Proyecto Final
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In: Languages; Volume 7; Issue 1; Pages: 70 (2022)
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Emphasizing Multilingualism in Teacher Education Courses: Teacher Candidates’ Responses to Translanguaging Pedagogy
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In: SoTL Commons Conference (2022)
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Multilingualism and Translanguaging in Migration Studies: Some Methodological Reflections
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In: Forum Qualitative Sozialforschung / Forum: Qualitative Social Research ; 23 ; 1 (2022)
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Reinscribing and reimagining linguistic and social hierarchies in a prison-based language and literacy program
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A pedagogia translíngue e a elaboração de tarefas na formação integral do educando brasileiro ; Translanguaging pedagogy and task design in the Brazilian student's integral education
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Minority language education: Reconciling the tensions of language revitalisation and the benefits of bilingualism
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Multilingua Journal of Cross-Cultural and Interlanguage Communication
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CLIL practices in higher education: Exploring translanguaging phenomena in the content classroom
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TRANSLANGUAGING PRACTICES IN A TERTIARY EFL CONTEXT IN INDONESIA
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In: TEFLIN Journal, Vol 33, Iss 1, Pp 47-74 (2022) (2022)
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Enabling mathematical discourse for English learners during secondary mathematics lessons
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Translating translanguaging into our classrooms: Possibilities and challenges
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“Vamos Juntos en Esto”: Peer Interaction and Affordances for Language Development among Adolescent Newcomers in Language and Content Classrooms
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Lang, Nora W. - : eScholarship, University of California, 2021
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| 19 |
Student and Teacher Translanguaging in Dual Language Elementary Mathematics Classrooms: An Exploration of Beliefs, Responses and Functions
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| 20 |
Decolonial Vitalities: Kodiak Alutiiq Language Revitalization as Cultural Reclamation
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Abstract:
Although Indigenous communities and outside institutions have increasingly recognized the need to document and revitalize endangered languages (Hale et al. 1992; Krauss 1992; McCarty et al. 2006; Watahomigie 1998), revitalized languages themselves remain underdocumented and understudied. Purist discourses delegitimize revitalized languages as less valid than their predecessors, implying that authentic Indigeneity is consigned to the past rather than relevant in the present (Davis 2017; Hill 2002). To counter these misconceptions, I consider Kodiak Alutiiq language revitalization in the broader context of cultural reclamation in the face of colonialism. Drawing on participant observation, ethnographic interviews, and interactional analysis conducted between 2014 and 2020, I examine linguistic practices that are sometimes disparaged as inauthentic or impure, with a primary focus on translanguaging practices such as code-switching, calquing, and literal translation. I argue that these practices are not passive, involuntary responses to colonial influences, but agentive strategies for reasserting Alutiiq epistemologies in the contemporary world while continuing cultural traditions of humor and language play. I then draw on interview and survey data to examine Alutiiq language activists’ social and emotional experiences of speaking Alutiiq in specific contexts, showing how these situated experiences benefit community well-being, particularly during the COVID-19 pandemic. Finally, I illustrate how the Alutiiq language movement transmits environmental values and knowledges that are of key importance in light of the ongoing climate crisis. These results challenge purist discourses that devalue revitalized languages, offer insights into the use of translanguaging as a means of sustaining Indigenous language vitality, and demonstrate the relevance of Indigenous language revitalization to environmental and climate justice.
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Keyword:
Alaska Native; Alutiiq/Sugpiaq; Decolonization; Environmental justice; Language revitalization; Linguistics; Translanguaging
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URL: https://escholarship.org/uc/item/8gh923qn
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